One of the main aims of vocational education and training (VET) is to provide access to skilled employment and to supply the labour market with a skilled workforce. At the same time, VET is also required to provide equitable and inclusive quality education for young people from different educational and social backgrounds.  In this special issue, we consider measures, offers and programmes as “inclusive” if they are part of the regular VET system or if they intend to prepare young people for a regular VET trajectory.